Publisher: Macmillan International Higher Education
Describes approaches to understanding cultures in higher education, paying particular attention to cultures and cultural construction at departmental level. Implications of cultural characteristics for issues around change initiatives, including the enhancement of teaching, learning and assessment are a key focus of this book.
"Creative ways of thinking about leadership are helpful to guide practice and personal growth. This book builds a strategic roadmap for creative leadership practice, putting the spotlight on a leader’s professional development journey in the process. The book is about leadership on the ground in higher education, where the ‘rubber hits the road’. It can also be useful in business, or for anyone wanting to think outside the square. Through a creative storytelling approach, the author takes the reader through Tuscany and her on-the-job experience as a leader of learning and teaching. Along the way, she explains some of the theoretical influences on her thinking and practice – in ways and combinations she hadn’t read about in other leadership books, or experienced in professional development programmes. Through real stories, the author shows how she made creative connections in building her own knowledge on present and past experience, with reflection on how practice can be improved with a clear focus on collegiality and strategic outcomes. This approach reflects the five creative leadership signposts that she explains and illustrates throughout the book. "
Education by Paul Trowler,Murray Saunders,Veronica Bamber
Rethinking the significance of disciplines in higher education
Author: Paul Trowler,Murray Saunders,Veronica Bamber
The ‘tribes and territories’ metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then and how social theory has evolved in parallel. Together these changes mean there is a need to re-theorise academic life in a way which reflects changed contexts in universities in the twenty-first century, and so a need for new metaphors. Using a social practice approach, the editors and contributors argue that disciplines are alive and well, but that in a turbulent environment where many other forces conditioning academic practices exist, their influence is generally weaker than before. However, the social practice approach adopted in the book highlights how this influence is contextually contingent – how disciplines are deployed in different ways for different purposes and with varying degrees of purchase. This important book pulls together the latest thinking on the subject and offers a new framework for conceptualising the influences on academic practices in universities. It brings together a distinguished group of scholars from across the world to address questions such as: Have disciplines been displaced by inter-disciplinarity, having outlived their usefulness? Have other forces acting on the academy pushed disciplines into the background as factors shaping the practices of academics and students there? How significant are disciplinary differences in teaching and research practices? What is their significance in other areas of work in universities? This timely book addresses a pressing concern in modern education, and will be of great interest to university professionals, managers and policy-makers in the field of higher education.
Colleges and universities are currently undergoing the most significant challenges they have faced since World War II. Rising costs, increased competition from for-profit providers, the impact of technology, and the changing desires and needs of consumers have combined to create a dynamic tension for those who work in, and study, postsecondary education. What worked yesterday is unlikely to work tomorrow. The status quo or bromides such as 'stay the course' are insufficient responses in a market that demands creativity and innovation if an organization does not simply wish to survive, but thrive. Managerial responses or top-down linear decisions are antithetical to academic organizations and most likely recipes for disaster. In today's 'flat world', decision-making for most organizations has become less hierarchical and more decentralized. Understanding this trend is of particular importance for organizations with traditions of shared governance. The message of this book is that understanding organizational culture is critical for those who recognize that academe must change, but are unsure how to make that change happen. Even the most seasoned college and university administrators and professors often ask themselves, 'What holds this place together'? The author's answer is that an organization's culture is the glue of academic life. Paradoxically, this 'glue' does not make things get stuck, but unstuck. An understanding of culture enables an organization's participants to interpret the institution to themselves and others, and in consequence, to propel the institution forward. An organization's culture is reflected in what is done, how it is done, and who is involved in doing it. It concerns decisions, actions, and communication on an instrumental and symbolic level. This book considers various facets of academic culture, discusses how to study it, how to analyze it, and how to improve it in order to move colleges and universities aggressively into the future while maintaining core academic values. This book presents updated versions of eight key articles on organizational culture in higher education by William G. Tierney. The new introduction that sets them in the context of current and future challenges will add further value to articles that are already in high demand.
Business & Economics by Rosemary Deem,Sam Hillyard,Mike Reed
The authors analyse changes in the management of recent professional academic work in British universities, examine the implications of mass higher education, and look at the impact of 'new managerialism' in 'knowledge-intensive' organisations.
[This book] provides tools and insights for university and college administrators to use when evaluating changes in retirement policy, and it presents valuable information in the form of case studies concerning changes in retention policies and retirement policies. Lisa M. Dickson, Industrial and Labor Relations Review This volume, a collection of papers presented at the 2004 TIAA-CREF Institute conference on higher education, contains many excellent chapters. John Heuer, Journal of Pension Economics and Finance This book enlightens the reader about two important policy issues, health care provision and retirement plans, by addressing both broad macro issues and specific concerns of higher education administrators. Such content is both valuable and practical for the concerned higher education researcher and administrator. Marc Kaulisch, The Review of Higher Education Attracting and retaining highly qualified faculty is essential to maintaining productivity at institutions of higher education. Colleges and universities are at a critical juncture in their history as they attempt to achieve their teaching and research goals. This volume examines some of the most pressing employment and compensation issues confronting academic administrators. Contributors discuss topics such as: ageing of faculty, changing economic conditions and shifts in faculty employment patterns, rapid increases in health care costs and trends in retiree health insurance, and adoption of phased and early retirement programs. The volume also includes a series of case studies on how individual universities are confronting these challenges. Institutions in these case studies include: Syracuse University, the University of North Carolina, the University of California, institutions in the Association of New American Colleges, and other colleges and universities included in several surveys and research projects. This timely volume will appeal to academic administrators at colleges and universities in the US and internationally as they face the common challenges of rising employment costs, faculty aging and global competition. Researchers interested in the future of higher education, economics, and the academic labor market in general will find this a valuable addition to their library.
Now available in paperback, this two-volume work is intended to help readers develop powerful new ways of thinking about organizational principles, and apply them to policy-making and management in colleges and universities. The book is written with two audiences in mind: administrative and faculty leaders in institutions of higher learning, and students (both doctoral and Master's degree) studying to become upper-level administrators, leaders, and policy makers in higher education. It systematically presents a range of theories that can be applied to many of the difficult management situations that college and university leaders encounter. It provides them with the theoretical background to knowledgeably evaluate the many new ideas that emerge in the current literature, and in workshops and conferences. The purpose is to help leaders develop their own effective management style and approaches, and feel confident that their actions are informed by appropriate theory and knowledge of the latest research in the field. Without theory, organizational leaders are forced to treat each problem that they encounter as unique–as if it were a first-time occurrence. While leaders may have some experience with a particular issue, their solutions are usually not informed by the accumulated wisdom of others who have already encountered and resolved similar situations. The authors approach the theory of the organization and administration of colleges and universities from three quite different perspectives, or paradigms, each relying on different assumptions about the “reality” of organizational life in colleges and universities. The positivist paradigm–primarily an omnibus systems theory–integrates the chapters into a comprehensive, yet easily accessible whole. Social constructionism, the second paradigm, is introduced in each chapter to illuminate the difficulty of seeking and finding meaningful consensus on problems and policies, while also addressing important ethical issues that tend to be overlooked in leadership thought and action. The third paradigm, postmodernism, draws attention to difficulties of logic and communication under the constraints of strictly linear thinking that “authorities” at all levels attempt to impose on organizations. This “multiple paradigm” approach enables readers to become more cognizant of their own assumptions, how they may differ from those of others in their organization, and how those differences may both create difficulties in resolving problems and expand the range of alternatives considered in organizational decision making. The book offers readers the tools to balance the real-world needs to succeed in today’s challenging and competitive environment with the social and ethical aspirations of all its stakeholders and society at large. The authors’ aim is to elucidate how administration can be made more efficient and effective through rational decision-making while also respecting humanistic values. This approach highlights a range of phenomena that require attention if the institution is ultimately to be considered successful.
The Virtual University? brings together some of the best-known writers on contemporary social change to reflect on the radical transformations going on in higher education. Expansion, technology, and changing financial and performance structures have altered universities, affecting the way they are managed, their relations with the corporate world, their employees, and their users/customers/students. Has a culture of collegiality been replaced by one of managerialism? Has the liberal/national university been replaced by the global/virtual one? What changes does the digital world bring to the practice and experience of education? The book refuses to adopt a narrow focus towards its subject, rejecting technology-centred and education policy-focused approaches. Arguing for a need to situate changes in higher education in the broad contexts of globalization, the political economy, and historical trends, the book combines close attention to the complexities of on-the-ground changes in higher education with sensitivity towards the most consequential contextual pressures. The book lifts consideration of higher education into the mainstream of social transformations in the twenty-first century, arguing that a wide debate about changes in knowledge, markets, and management is demanded since the 'virtual university' concerns the character of intellectual culture itself.
Are cultural centers ethnic enclaves of segregation, or safe havens that provide minority students with social support that promotes persistence and retention? Though Black cultural centers boast a 40-year history, there is much misinformation about them and the ethnic counterparts to which they gave rise. Moreover, little is known about their historical roots, current status, and future prospects. The literature has largely ignored the various culture center models, and the role that such centers play in the experiences of college students. This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions. In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed to multicultural centers, relations with the outside community, and integration with academic and student affairs to support the mission of the institution. For administrators and student affairs educators who are unfamiliar with these facilities, and want to support an increasingly diverse student body, this book situates such centers within the overall strategy of improving campus climate, and makes the case for sustaining them. Where none as yet exist, this book offers a rationale and blueprint for creating such centers. For leaders of culture centers this book constitutes a valuable tool for assessing their viability, improving their performance, and ensuring their future relevance – all considerations of increased importance when budgets and resources are strained. This book also provides a foundation for researchers interested in further investigating the role of these centers in higher education.
Drawing on international and national data, theory and research, Gender and the Changing Face of Higher Education provides an accessible but nuanced discussion of the 'feminization' of higher education for postgraduates, policy-makers and academics working in the field.
Education by Kenneth Kaoma Mwenda,Gerry Nkombo Muuka
The Challenge of Change in Africa's Higher Education in the 21st Century brings the reader face to face with the mega challenges and key opportunities in Africa's higher education sector in the twenty-first century. Mwenda and Muuka are two of Africa's emergent scholars, with 20 published books and over 100 articles published in peer-reviewed journals between them as of 2008. Authors who are diverse in their knowledge and experience of the complexities of education in Africa join Mwenda and Muuka in this treatise, which traverses the higher education milieu on the continent from Cape Town in South Africa to Lagos in Nigeria. Stated simply, those who have long called for a new generation of scholars on education in Africa will find a healthy and refreshing answer in The Challenge of Change in Africa's Higher Education in the 21st Century. The motivation for this book was the editors' recognition of gaps in the current understanding of higher education in Africa. The book has clear advantages and defining features over other books on higher education on the continent in the following respects. The Challenge of Change in Africa's Higher Education in the 21st Century is a book written from and with twenty-first century realities, making it a significant addition to the continuing and urgent search for solutions to the continent's development dilemma. It is therefore critical reading and research material for many stakeholders including students, professors, universities, and research libraries on the one hand and higher education ministries in Africa on the other. The role of international development agencies and non-governmental organizations towards enhancement of higher education in Africa cannot be overemphasized.
With the increased interest in study abroad from government, educators, employers and students, the question is: is study abroad engendering the desired intercultural competencies and intellectual development? To achieve this goal, this book proposes two strategies: structure study abroad to bridge the separation of academic learning from experiential and intercultural learning; and integrate study abroad with the undergraduate curriculum. In proposing this integration, the editors take into account the need for institutional change, and recognize faculty members’ concerns about maintaining the integrity of the curriculum, teaching in areas outside their expertise, and keeping up with ever-evolving institutional missions. This book opens with two chapters presenting different theoretical perspectives relevant to the integration of study abroad into the curriculum. The following nine chapters provide examples from a variety of disciplines – from anthropology and religious studies, to literature, urban studies, biology and public health – and within such contexts as distance learning, service learning, and the senior thesis. The concluding chapter considers faculty development activities and institutional structures and policies that support curriculum integration. While the examples are drawn from Beloit College and Kalamazoo College – liberal arts colleges with substantial study abroad enrollments, and nationally recognized for their innovative practices – readers will recognize they are easily adaptable to their own institutions. The two colleges achieved their curricular innovations with limited financial resources, and in the context that most of their students are dependent on financial aid. The transformational ideas and practices described here provide material for reflection and campus conversations for anyone concerned with developing global citizens and well-educated students, and offer a blueprint for implementation.
"This book focuses on the institutionalization of technology into education, specifically, discussing the integration of technology (and new techniques) into various areas of higher education"--Provided by publisher.
The goal of cultural psychology is to explain the ways in which human cultural constructions -- for example, rituals, stereotypes, and meanings -- organize and direct human acting, feeling, and thinking in different social contexts. A rapidly growing, international field of scholarship, cultural psychology is ready for an interdisciplinary, primary resource. Linking psychology, anthropology, sociology, archaeology, and history, The Oxford Handbook of Culture and Psychology is the quintessential volume that unites the variable perspectives from these disciplines. Comprised of over fifty contributed chapters, this book provides a necessary, comprehensive overview of contemporary cultural psychology. Bridging psychological, sociological, and anthropological perspectives, one will find in this handbook: - A concise history of psychology that includes valuable resources for innovation in psychology in general and cultural psychology in particular - Interdisciplinary chapters including insights into cultural anthropology, cross-cultural psychology, culture and conceptions of the self, and semiotics and cultural connections - Close, conceptual links with contemporary biological sciences, especially developmental biology, and with other social sciences - A section detailing potential methodological innovations for cultural psychology By comparing cultures and the (often differing) human psychological functions occuring within them, The Oxford Handbook of Culture and Psychology is the ideal resource for making sense of complex and varied human phenomena.
International Education, Cosmopolitan Pedagogies and Global Friendships
Author: Shanti George
Universities are increasingly criticised for their limited relevance to a globalized and unequal world. Drawing on research from over 27 countries, this book outlines new directions for universities and the need to rethink the education that they provide based on the experiences of schools of international development studies.
This volume examines higher education in globalized conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Changes in the organization and practices of higher education tend to travel from the ‘West to the rest’. Thus, distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of university-produced knowledge in different regions of the world. What flows of power and influence can be traced in the shifting geographies of higher education? How do national systems locate themselves in global arenas, and what consequences does such positioning have for local practices and relations of higher education? How do universities and university workers respond to the increasing commodification of knowledge? How do consumers of knowledge assess the quality of the ‘goods’ on offer in a global marketplace? The 2008 volume of the World yearbook addresses these questions, highlighting four key areas: Producing and Reproducing the University— How is the university adapting to the pressures of globalization? Supplying Knowledge—What structural and cultural changes are demanded from the university in its new role as a free market supplier of knowledge? Demanding Knowledge—Marketing and Consumption—How can consumers best assess the quality of education on a global scale? Transnational Academic Flows—What trends are evident in the flow of students, knowledge and capital, with what consequences? The 2008 volume is interdisciplinary in its approach, drawing on scholarship from accounting, finance and human geography as well as from the field of education. Transnational influences examined include UNESCO and OECD, GATS and the effects of digital technologies. Contrasting contexts include Central and Eastern Europe, Finland, China and India and England. With its emphasis on the interrelationship of knowledge and power, and its attention to emergent spatial inequalities, Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education provides a rich and compelling resource for understanding emergent practices and relations of knowledge production and exchange in global higher education.
Modern British and Irish Criticism and Theory offers the student and general reader a comprehensive, critically informed overview of the development of literary and cultural studies from the nineteenth century to the present day. Beginning with Coleridge and Arnold, examining the contribution of cultural commentators and novelists, and considering the institutionalisation of literary criticism in the universities of England, Ireland, Scotland, and Wales, the book addresses in detailed, accessible and rigorous essays the rise and significance of literary and cultural studies. Nearly thirty essays contribute to an understanding of the practice of literary studies presenting the reader with a perceptive series of critical interventions which, themselves, engage in the very locations from which criticism and theory have emerged.A further reading list accompanies each chapter.
This book examines the nexus between nation-building and history education globally and the implication for cultural diversity and social justice. It studies some of the major education reforms and policy issues in history education in a global culture, and regards them in the light of recent shifts in history education and policy research. In doing so, the volume provides a comprehensive picture of the intersecting and diverse discourses of globalisation, history education and policy-driven reforms. It makes clear that the impact of globalisation on education policy and reforms is a strategically significant issue for us all. The book focuses on the importance of nation-building and patriotism in history education, and presents up-to-date research on global trends in history education reforms and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concerns in the field of globalisation, history education and policy research.
Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.